Volume 4, Issue 2 (June 2025)
IJER 2025, 4(2): 1-32 |
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Seyyedein Navan S F, Javadi Pour M, Salehi K. (2025). A Pathological Study of the Existing Issues in the Teaching-Learning Process of Humanities Students at Islamic Azad University (Science and Research Branch) from the Perspective of Students. IJER. 4(2), 1-32.
URL: http://ijer.hormozgan.ac.ir/article-1-372-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-372-en.html
1- Ph.D. Student, Department of Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran
2- Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran ,javadipour@ut.ac.ir
3- Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran
2- Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran ,
3- Associate Professor, Department of Methods, Educational Planning and Curriculum, Faculty of Psychology and Education, University of Tehran, Tehran. Iran
Abstract: (1534 Views)
Objective: The teaching-learning process is a complex interplay of pedagogical methods, educational content, and institutional resources, necessitating a thorough examination of students' perspectives to identify deficiencies and inform effective improvements in higher education settings.
Methods: The present study employed grounded theory methodology at the conceptual organization level to examine the issues involved in the teaching-learning process at the College of Humanities in Islamic Azad University (Science & Research Branch) from the perspective of students. A purposive sampling method was utilized by conducting semi-structured interviews with 15 students (5 males and 10 females).
Results: Based on the thematic analyses of the collected data, a set of themes emerged regarding the students' perceptions of deficiencies in the teaching-learning processes, encompassing five main categories and 16 subcategories. The identified themes revealed students' viewpoints and experiences regarding challenges in teaching methods, educational content, interaction with faculty, facilities and resources, and assessment methods.
Conclusions: In summary, the study identified significant deficiencies in the teaching-learning processes suggesting that targeted improvements in teaching methods, resource allocation, and interaction could enhance educational effectiveness and student engagement.
Methods: The present study employed grounded theory methodology at the conceptual organization level to examine the issues involved in the teaching-learning process at the College of Humanities in Islamic Azad University (Science & Research Branch) from the perspective of students. A purposive sampling method was utilized by conducting semi-structured interviews with 15 students (5 males and 10 females).
Results: Based on the thematic analyses of the collected data, a set of themes emerged regarding the students' perceptions of deficiencies in the teaching-learning processes, encompassing five main categories and 16 subcategories. The identified themes revealed students' viewpoints and experiences regarding challenges in teaching methods, educational content, interaction with faculty, facilities and resources, and assessment methods.
Conclusions: In summary, the study identified significant deficiencies in the teaching-learning processes suggesting that targeted improvements in teaching methods, resource allocation, and interaction could enhance educational effectiveness and student engagement.
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/01/15 | Accepted: 2025/04/25 | Published: 2025/06/1
Received: 2025/01/15 | Accepted: 2025/04/25 | Published: 2025/06/1
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